Modular training  is a learning technology, the essence of which is that the learner can work independently with the individual programs offered to him, containing a bank of information and methodical recommendations for completing tasks.

Modular training is a training system that is one of the types of person-oriented training and differs from the traditional training system in terms of goals and objectives, software and methodological support, organizational forms, etc.

      Modular education technology is used in Ukraine both in secondary schools and universities. The theoretical principles of modular training were developed by a number of scientists — E. Skovin, A. Furman, P. Tretyakov, I. Sennovsky, M. Choshanov, M. Lazarev, A. Alexyuk, K. Vazina, P. Yutsiavychene, O. O. Ognev Yukom et al.

Initially, modular training was presented as a package of training programs for individual processing. Today, software and methodological support of the educational process includes graph schemes (graphs) of initial courses, scientific projects of educational modules, scenarios of modular classes, mini-textbooks and manuals, individual educational programs for self-realization of the individual. All these components are interconnected.

Basic approaches to the organization of the initial process in the system of modular training

• training with advance study of theory;

• studying the material with the help of didactically balanced, meaningfully connected and completed blocks-modules;

• problematic approach to learning;

• individually differentiated approach;

• organization of active research activities of students;

• programmability of training;

• technologization of the educational process, etc.

Advantages of modular training

• systematic, logical and comprehensive approach to building the course;

• differentiation;

• increased motivation;

• development of self-regulation and self-assessment of students;

• changing the teacher's role from information-control to consultation-coordination;

• flexibility and variability;

• guarantee of planned results, etc.

The main structural element of the educational process in the system of modular education is the module.

A module (from the Latin modulus — "measure") is an independent, functionally oriented stage of the learning process, which has its own programmatic and methodological support.

An organizational feature of modular training is that, unlike a traditional lesson, the duration of a mini-module is 25-30 minutes. Therefore, the implementation of modular technology is not possible within one school subject or parallel.

The functional cycle of the training module consists of the following successive mini-modules.

    Comprehensive verbal-mental and pictorial-graphic modeling of the problem-dialogical space for educational search of new knowledge, full mobilization of all possible means of cognitive activity is organized.

 

Control-content (evaluative-semantic (O-S))

Situations of checking the degree of mastery of theoretical knowledge and the need for their practical use are simulated, intermediate reflection of the correctness and effectiveness of training is carried out.

 

Adaptive-transformative (A-P)

The essence of the mini-module is the reconstruction and adaptation of theoretical knowledge to their practical use.

 

System-generalizing (S-U)

Work is organized to generalize and systematize personal knowledge acquired during the study of the topic, to determine their place in the system of one's own ideas, by testing and compiling symbolic and graphic models (tables, diagrams, diagrams, etc.).

 

Control-reflexive (K-R)

A final evaluation of the levels of mastery of knowledge, norms and values is carried out by applying a special modular rating system.

 

Spiritual and aesthetic (D-E) (optional)

The purpose of this mini-module is to harmonize the individual's relationship with the surrounding world through experiences, creative and spiritual reflection.

Interactive learning methods

Interactive learning methods are very successful

• with children of preschool age

• in primary grades

• with primary school students

• in high school

When students communicate with each other in class -

• talking

• discuss

• discuss, working on specific material, a form of learning takes place, which we call "interactive learning methods".

• What is interactive learning?

• What do students learn during an interactive lesson?

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What does "interactive learning" mean?

The word "interactive" consists of two words "inter" and "active".

The first part of the word - "inter" - is a suffix (prefix). It comes from the Latin "inter-".

In Latin, "inter-" means: "mutually", "mutually", "together", "jointly", "between".

The second part of the word - "active", also comes from Latin - from the word "activus". It means: "mobile", "active", "lively", "energetic".

So, "interactive learning" is learning technologies that enable and facilitate students

• jointly, mutually, mutually and together

• lively, energetic and mobile

engage in during the educational process.
Interactive learning methods

How does interactive learning work?

Interactive training can take place:

• in pairs (2 students)

• in microgroups (3-4 students)

• in small groups (5-6 students) together with the teacher.

Interactive learning:

• mobile (Read more – Are all students active?)

• lively

• energetic

During interactive learning, children and students:

 

• actively communicate

• are arguing

• do not agree with the interlocutor

• interrupt each other.

What is the difference between "active learning methods" and "interactive learning"?

"Active methods of initiation" is teaching that enables children in preschool institutions and school students in pairs, microgroups, or small groups to manipulate subject material through observations, experiments, and testing various possibilities for solving a given task or problem.

"Interactive learning methods" is learning that enables children in preschool institutions and school students in pairs, microgroups, or small groups to process educational material by talking, discussing, and debating different points of view.

Why are interactive learning technologies successful?

Interactive learning methods are very successful because they are based on scientific research evidence about how a person naturally perceives new information and turns it into knowledge.

Traditional learning methods use a linear learning paradigm. Instead, modern teaching methods require a shift in this paradigm and transition to interactive learning.

An important part of interactive learning is the focus on cultural forms of communication. Cultural communication skills can be developed only when students have many opportunities, under the teacher's supervision, to actively argue. In schools, separate lessons are often devoted to what we call "speech culture". Unfortunately, during such lessons, children are only explained the "correct forms" of communication, and they are rarely allowed to really test them.

The best way for primary school children to have many opportunities to argue and actively develop cultural speaking skills is through activities in different corners or centers where they work in pairs, microgroups or small groups with the teacher. It is important that students communicate lively, energetically and actively during the activity.

Remember that if you demand that the student sit politely in class and not argue during the break, he is not learning.

Why are interactive learning methods successful with primary school students?

      In the fourth, fifth and sixth grades, students use speaking to improve their own knowledge. If they had the opportunity to argue in lessons in the lower elementary grades, they are aware of the needs of the listener. Such students are able to express themselves, taking into account the needs of the interlocutor. By explaining their point of view or their understanding of a problem, students improve and deepen their own knowledge. By teaching others, they learn themselves.

The best way for students of upper primary school and lower primary school to develop and deepen their knowledge in all subjects is through activities in pairs, microgroups and small groups. It is important that the activity gives students the opportunity to discuss different points of view, expressing their personal interpretation of an event, task or problem.

Remember that when a student sits at the desk and looks at the textbook during the lesson, without communicating with classmates and without discussing the topics of the lesson with them, he is not learning.

Basic rules and methods of memorizing the material

      In order for knowledge to become the property of an individual, it is necessary not only to perceive, comprehend relevant information, but also to remember remember some concepts. The need for special work on memorizing and memorizing perceived and meaningful information is explained by the fact that the newly created nerve connections in the cerebral cortex are, as a rule, shallow and unstable in nature. If special work is not carried out to maintain and fix them, they slow down and disappear very quickly. Memorization is a set of actions of a learner, aimed at his assimilation of educational or any material. Studying should not be equated with cramming, as the latter is evidence of the helplessness of a student who does not know how to organize productive studying. A necessary condition for memorization is that the information that needs to be learned and assimilated must be singled out by the individual among others that are perceived from the outside and come from the inner world of a person (memories, thoughts, fears, etc.). Certain objects, events or properties can cause the activity of consciousness, which is manifested in attention, because they are related to the internal sources of its activity: the need for information, vital interests, public interest, etc.

      The manifestation of a person's personal qualities in the process of selecting, processing and using information is expressed in his attitude towards a certain event, i.e. readiness. It is the installation that determines the terms, strength and character of memorization.

So, attention and attitude to learning are external manifestations of a student's mental and practical focus on results, goals, or the learning process.

    Learning outcomes are determined not only by subjective factors (attitudes towards information), but also by objective factors — the properties of learned information:

content of the information itself. The nature and methods of its acquisition depend on the type of information, material (factual information, concepts, etc.);

    form, which can be substantive, figurative, speech, symbolic;

the complexity of the material, which affects the efficiency, speed and correctness of memorization;

significance Certain information or ACTIONS may be important in themselves or for learning further information;

meaningfulness, which depends on whether the student's informational baggage contains the concepts and ACTIONS necessary for understanding the elements of the learned material and establishing connections between them;

    structure. This property is closely related to the previous one, since meaningfulness is determined by the connections between the new and the already known, and the structure of the material shows how these connections are established in it;

volume, i.e. the number of individual elements included in it. In the material to be memorized, everything secondary is rejected, content reference points are separated, a certain amount of information is summarized;

an emotional feature, the ability to evoke certain feelings and experiences.

   Memorization is one of the main processes of memory, thanks to which a new way of combining it with the previously acquired takes place. Memorization, like other mental processes, is involuntary and arbitrary.

Involuntary memorization is carried out without a specially set goal to remember. It is influenced by the brightness and emotional coloring of the object. This is a form of memorization that is the product of a certain activity (cognitive, motor, etc.), but is carried out automatically, without a mnemonic purpose.

    Involuntary memorization is facilitated by the presence of interest. Everything interesting is remembered more easily and stays longer in the mind.

   Arbitrary memorization is distinguished by the degree of volitional effort, the presence of a task and a motive. It has a purposeful character; it uses special means and techniques of memorization.

Depending on the degree of understanding of the material to be memorized, random memorization can be mechanical and meaningful.

   Mechanical is memorization that is carried out without understanding the essence of the information. It leads to its formal assimilation and in this aspect is close to cramming.

Meaningful (logical) is based on the understanding of the material in the process of elaboration, since the organization and ordering of the material, highlighting its essence, contribute to memorization.

    There are certain factors that affect memorization performance. Firstly, they coincide in some ways with the factors of effective memorization, and secondly, they obey the general laws of memory.

The law of understanding: the deeper we understand, understand what is remembered, the better it is stored in memory. At the same time, it is very important to know the methods of meaningful processing of information: defining the logic of the material, dividing it into separate parts, distinguishing the main and secondary, etc.

    With the   interest icon: interesting things are easily remembered because we do not make any effort to do so.

The law of installation: a) installation for memorization by time: memorization becomes more productive if a person sets the goal of memorizing the material for a long time; b) orientation to the perception of the material by its content: in the material, we first of all perceive what we hope to find in it.

   The law of strengthening the first impression: the brighter the first impression of what is to be remembered, the stronger the memory will be. The first impression can be strengthened rationally and emotionally. With rational reinforcement, information should be directed through several channels: write down, draw, speak, sing, discuss information, especially with those who have a different vision of it. With emotional reinforcement, you should evoke a maximum of emotions associated with the information to be remembered.

    The law of context: information is better remembered and reproduced if it is correlated with other simultaneous impressions. The context in which an event occurs (contains information) is sometimes better remembered than the event itself, and since similar information is stored in memory nearby, the associations that arise in the context will help to remember what is necessary.

      The law of the amount of knowledge: the more knowledge on a certain topic, the better new things are remembered.

The law of the optimal length of the memorized series: the longer the memorized series of information is compared to the volume of short-term memory, the worse it is remembered. Therefore, for better memorization, it is necessary that the number of stimuli appearing before the individual (in the information that is combined) is equal to or does not much exceed the average volume of short-term memory: 7 ± 2 (Miller's law).

    Law of Inhibition: Any subsequent memorization inhibits the previous one. Based on this, you should not try to remember material that is similar, close to the one that was recently learned. For example, it is not advisable to memorize material from physics after mathematics, from literature after history. In order for any information to be better remembered, it must "stand up".

    The law of the land: what is written (written) at the beginning or at the end — of an information series, is worse remembered that is inside the row.

The law of repetition: repetition promotes better memorization. H. Ebbinghaus established that most of what is remembered is "lost" immediately after memorization, and with the passage of time a much smaller amount of information is forgotten.

    In order to remember something better and for a long time, it is necessary to use at least five repetitions: the first repetition must be done immediately after memorization, the second - after 20-30 minutes, the third - after 8-9 hours, the fourth - after a day (24 hours), the fifth - after 2-3 weeks.

Memorization also depends on the significance of the information for the person who works with it. Significance can be practical, cognitive, moral, emotional, etc., but it improves recall only if the learner is aware of that significance.

      The most effective way to improve memorization is to master the techniques of productive memorization. PM Granovska divides these techniques into two groups: those based on introducing artificial logical connections from the outside into the material to be remembered (mnemonic techniques), and those based on identifying logical connections in the information to be remembered is lurking

mnemonics which is remembered, and the reference series. Well-known objects (location of rooms in an apartment, houses on the street) and visual images can be used as a reference series; words that are arranged in a certain phrase.

   Logical techniques include a number of logical operations: dividing the material into parts (separating meaningful units — groups); giving a name to each selected part (selection of semantic reference points); making a plan

Mnemonic techniques include techniques that make memorization more efficient.

The method of associative memorization - the material to be remembered can be associated with events that are well stored in memory. The more various associations are used, the stronger they are fixed in memory. Irrational, illogical associations also contribute to better memorization. There are three types of associations: by contiguity, by similarity, by contrast.

Association by contiguity is formed, for example, when learning foreign words, when memorizing the location of objects, the sequence of techniques and actions. Association by similarity takes place when comparing, for example, different types of aircraft, buildings, etc. Association by contrast — when contrasting small with big, white with black, clean with dirty, etc.

    The keyword method is a mnemonic technique, which consists in the fact that a list of words learned in advance or certain rhymes serve as a kind of "hooks for extracting" information , which must be remembered. For example, keywords can be presented in the form of a short poem that is easy to memorize:

One is a mill, Six is a bone,

Two is firewood, Seven is a beard,

Three is bugri, Eight is spring,

Four are weights, Nine is a carrot, and

Five is an army. Ten - branches.

Now we will give a list of words that need to be remembered. For this, it is necessary to connect them with the words of the poem given above. For example, the first word is bread. Imagine bread baked from flour ground in a mill, as the mill is mentioned in the first line of the poem. Now read all the words below slowly, so that you have enough time to create an image:

1. Bread 6. Dog

2. Smoke 7. Joke

3. River 8. Leaves

4. Table 9. City

5. Picture 10. Tree

Now close these words and remember which word is under the number eight. Under what number is the word "table"?

The method of places is based on visual associations, which constitute a certain sequence of objects or places. It is necessary to clearly imagine the object that should be remembered and combine its image with the image of a place that is easily "retrieved" from memory. First of all, it is necessary to choose a permanent "route", for example, the way to the workplace, the location of objects (table, chair, wardrobe, etc.) in the room, etc. Next, along the chosen route, place the objects that need to be remembered, and record their visual images in memory. In this way, the necessary information is memorized in a certain sequence.

The method of connections — all key words of the text are combined into a single coherent structure, a single story.

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